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A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers

Received: 23 August 2015     Accepted: 7 September 2015     Published: 14 October 2015
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Abstract

The current study explores the achievement gains associated with Reading Rocks, a literacy program to support vulnerable readers between the ages of 6 and 12. The Reading Rocks program is designed based on literacy frameworks of phonics, sight words, and fluency. In addition to this, the Reading Rocks program is a one-to-one tutoring program that holds to the principles of direct, explicit instruction – a service delivery model promoted by the National Reading Panel. The current paper describes the Reading Rocks program along with its foundation principles and also demonstrates the results of a cross-sectional study of fifty children participating in the program. The paper concludes with educational and policy-based implications.

Published in American Journal of Applied Psychology (Volume 4, Issue 6)
DOI 10.11648/j.ajap.20150406.12
Page(s) 142-145
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Vulnerable Readers, Motivation, Literacy

References
[1] Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
[2] Torgesen, J. K., Rashotte, C. A., & Wagner, R. K. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
[3] Arnold, E. M., Goldston, D. B., Walsh, A. K., Reboussin, B. A., Daniel, S. S., Hickman, E., & Wood, F. B. (2005). Severity of emotional and behavioural problems among poor and typical readers. Journal of Abnormal Child Psychology, 33(2), 205-217.
[4] Arnold, D. H., & Doctoroff, G. L. (2003). The early education of socioeconomically disadvantaged children. Annual Review of Psychology, 54, 517–545.
[5] Crosnoe, R., Leventhal, T., Wirth, R. J., Pierce, K. M., & Pianta, R. C. (2010). Family socioeconomic status and consistent environmental stimulation in early childhood. Child Development, 81, 972-987.
[6] Lipka, O., & Siegel, L. S. (2012). The development of reading comprehension skills in children learning English as a second language. Reading and Writing, 25, 1873-1898.
[7] McNamara, J. Short, A. & Scruton, H. (2014). Reading Rocks: An intervention program to support vulnerable readers, The Research Institute for Learning Differences, St. Cathartines, ON.
[8] McNamara, J. K., Scissons, M., & Gutknecth, N. (2011). A longitudinal study of kindergarten children at risk for reading disabilities: The poor really are getting poorer. Journal of Learning Disabilities, 44(5), 421-430.
[9] Scruton, H., & McNamara, J. (2014). Using motivational tactics to support children with reading disabilities. International Journal of Elementary Education, 3(4), 92-97.
[10] National Reading Panel (2000). Report of the national reading panel: Teaching students to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health.
[11] Eldredge, J. L. (2005). Foundations of fluency: An exploration. Reading Psychology, 26, 161-181.
[12] Phillips, B. M., Clancy-Menchetti, J., & Lonigan, C. J. (2008). Successful phonological awareness instruction with preschool children: Lessons from the classroom. Topics In Early Childhood Special Education, 28(1), 3-17.
[13] McGee, L. M., & Richgels, D. J. (2012). Literacy’s beginnings: Supporting young readers and writers – 6th Edition. Pearson.
[14] De Graaff, S., Bosman, A. T., Hasselman, F., & Verhoeven, L. (2009). Benefits of systematic phonics instruction. Scientific Studies of Reading, 13(4), 318-333.
[15] Mesmer, H., & Griffith, P. (2005). Everybody’s selling it – But just what is explicit, systematic phonics instruction? Reading Teacher, 59(4), 366-376.
[16] Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-407.
[17] Holtzheuser, S., McNamara, J., & Short, A. (2014). Self-regulation and motivation in children at-risk for learning disabilities. Exceptionalities Education International, 24(1), 2-17.
[18] Juel, C., & Meier, J. (1999). Teaching content and form through balanced instruction. Teaching and Change, 6, 182-196.
Cite This Article
  • APA Style

    Sydney Kerr, Hilary Scruton, John McNamara. (2015). A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers. American Journal of Applied Psychology, 4(6), 142-145. https://doi.org/10.11648/j.ajap.20150406.12

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    ACS Style

    Sydney Kerr; Hilary Scruton; John McNamara. A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers. Am. J. Appl. Psychol. 2015, 4(6), 142-145. doi: 10.11648/j.ajap.20150406.12

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    AMA Style

    Sydney Kerr, Hilary Scruton, John McNamara. A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers. Am J Appl Psychol. 2015;4(6):142-145. doi: 10.11648/j.ajap.20150406.12

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  • @article{10.11648/j.ajap.20150406.12,
      author = {Sydney Kerr and Hilary Scruton and John McNamara},
      title = {A Cross-Sectional Study of Reading Rocks: An Approach to Support and Motivate Vulnerable Readers},
      journal = {American Journal of Applied Psychology},
      volume = {4},
      number = {6},
      pages = {142-145},
      doi = {10.11648/j.ajap.20150406.12},
      url = {https://doi.org/10.11648/j.ajap.20150406.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20150406.12},
      abstract = {The current study explores the achievement gains associated with Reading Rocks, a literacy program to support vulnerable readers between the ages of 6 and 12. The Reading Rocks program is designed based on literacy frameworks of phonics, sight words, and fluency. In addition to this, the Reading Rocks program is a one-to-one tutoring program that holds to the principles of direct, explicit instruction – a service delivery model promoted by the National Reading Panel. The current paper describes the Reading Rocks program along with its foundation principles and also demonstrates the results of a cross-sectional study of fifty children participating in the program. The paper concludes with educational and policy-based implications.},
     year = {2015}
    }
    

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Author Information
  • Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada

  • Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada

  • Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada

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